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Reading Assessment Database: Search Results

The essential cognitive elements of the reading process have been outlined in the Cognitive Framework of Reading. To assist educators in organizing their assessment practices around the cognitive framework, we've created a way to easily search for published early reading assessments that specifically test skills and knowledge outlined by the Cognitive Framework of Reading.

To find out more about the Reading Assessment Database, you can read the overview page for a description of the database and tips for using it effectively.

You have just searched the Reading Assessment Database for Grades K-2 for published reading assessments. that test . There is 1 test that matches your search. Results are sorted by name.

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The RAD Clipboard - for keeping track of reading assessment tools you're interested in. The Reading Assessment Clipboard:
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This Assessment has already been added to your clipboard. Observation Survey of Early Literacy Achievement, Revised 2nd Edition

Author: Marie M. Clay
Date Published: 2005

To Purchase this assessment, you must contact the publisher.

(800) 541-2086  

Cost $29.50 for book containing reproducible assessments
Time to administer Unknown
Administration Individual
Grades K, 1, 2, 3
Cognitive elements
Letter Knowledge
Concepts About Print
Subtests and
skills assessed
Oral Reading — Student reads aloud from passages of text while the teacher monitors accuracy. Instructions for how to take a "running record" and record miscues are provided.

Concepts of Print — Students demonstrate knowledge of 22 print concepts (front of book, back of book, text direction, etc. )

Letter Identification — Student must correctly identify both upper- and lower-case letters.

Word Reading — Student must correctly identify "sight" words from graded lists.

Writing Vocabulary — Student must write as many words as he or she knows.

Hearing and Recording sounds in words — Student must correctly write (encode) words from a dictated passage.
Language(s) tool can
be administered in
Score reporting
and test design data
Raw scores are converted to stanines. Norms and reliability measures were established on each subtest separately and are summarized in the book.
Notes This book is broken into two parts — the first part instructs teachers on how to observe and make sense of the reading behavior of children as they read aloud. The second part is a collection of assessment tools that measure more specific skills in the emergent reader (It should be noted that the books that accompany the concepts about print test, "Stones" and "Sand," must be purchased separately). All together, it provides the administrator with the power to customize assessment to the individual. With multiple tests, developmental progress can be monitored. This book, further, offers suggestions to various reading problems.

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